- Separation of substances
- diversity in living organisms
Name of the
topic: Separation of substances
Instructional Objectives:
-Students
will be able to recall terms like hand picking and winnowing.
-Students
will be able to explain the method of winnowing.
- Students
will be able to give examples for the method of hand picking.
-Students
will be able to select appropriate method for separation of different
substances.
Concepts:
-Hand
picking is a process of separating substances by hand.
-winnowing
is a process of separating substances by wind or blowing air.
Previous
Knowledge:
Students
have come across various substances which are being separated, e.g.: separating
tea powder from tea, removal of stones or husk from rice.
Instructional Materials:
Pulses,
stones, wheat flour, grams and ground nuts.
Set Induction:
Activity -1
Materials: A packet containing 3 types of pulses
(chickpea, mung beans, kidney beans)
Instructions: remove the kidney beans from the
packet of pulses and put it in the empty paper bag given to you.
Fill in the observation table.
MIXTURE
|
COMPONENTS OF MIXTURE
USEFUL NON-USEFUL
|
WHAT HAVE WE DONE TO THE MIXTURE?
|
3 types of pulses
|
Conclusion:
one useful component is separated from
the other.
Materials:
wheat
flour mixed with stones, sieve.
Instructions:
from
the mixture which will be given to you, you have to separate the stones from
the wheat flour.
Perform the activity and fill in the observation
table.
MIXTURE
|
COMPONENTS OF MIXTURE
USEFUL NON- USEFUL
|
WHAT HAVE YOU DONE TO THE
MIXTURE?
|
Flour
and stones
|
Conclusion:
Non- useful component is separated from useful component.
Both
the activities of separation were done using different methods
(handpicking in case of pulses and sieving in case of wheat flour and stones).
Statement of the
topic:
So in todays class we are going to study the
different methods of separations in the topic “separation of substances”.
Development of
the topic:
Activity-3
Materials:
stones
in rice, groundnuts and grams.
Tr. Divides class of
five students into two groups, gives a mixture of rice and stones to one group
and grams and ground nuts to the other group.
Instructions:
I want you to separate the stones from the rice and the grams from the ground
nuts.
SEPARATION PROCESS
|
HOW HAVE YOU DONE THE SEPARATION?
|
Separate
stones from rice
|
|
Separate
grams from groundnuts
|
Conclusion:
separation
is done by hand in both the cases.
The method of separation where in we use hand to
separate the components is called as hand picking.
The method
of hand picking is used to separate slightly larger sized impurities or
components and where quantity of impurities is not very large.
Activity-4
Materials:
groundnuts
along with its coverings.
Instructions:
rub the groundnuts in between your hands and try to separate the components by
hand.
Students find it difficult to separate by hand, so
Tr. Tells the students to hold the groundnuts along with its coverings in the
hand and blow air and this helps in separating the two components.
MIXTURE
|
CAN WE SEPARATE THE
MIXTURE
BY HAND BY WIND |
Groundnuts along with its covering
|
Conclusion: The method of separating components by
wind or by blowing air is called winnowing.
Winnowing helps to separate lighter components from
heavier components.
Evaluation
A) Fill in the gaps.
METHODS
OF SEPARATION
HAND PICKING
 |
SEPARATION
BY WIND |
|||
 |
|||
SEPARATE APPLES
FROM MANGOES
B)
Match the columns:
A
(separation)
|
B
(method)
|
1)
Tomatoes and potatoes
|
|
2)
Stones and wheat
|
a) Hand picking
|
3)
Husk from rice
|
b) Winnowing
|
4)
Stones from rice
|
Homework:
Write 5 examples for the method of hand
picking and 2 examples for the method of winnowing.
Name of the
topic: diversity in living organisms
Instructional Objectives:
-Students
will be able to recall words like diversity, biodiversity.
-Students
will be able to spot differences between
leopard and cheetah.
-
Students will be able to differentiate between toad and frog.
-Students
will be able to classify animals based on their habitat.
Concepts:
-diversity
in plants and animals
-diversity
in birds,insects and
-diversity
in flowers and variety in rice
Previous Knowledge:
Know
to identify different animals and plants.
Instructional Materials:
Different
charts on plants and animals.
Set Induction:
Activity-1
Tr. Puts up a chart on plants and tells
students to observe the chart and and write the names of any four plants and
their features.
Observe the chart and fill in the table
given below.
TREE
|
NAME
|
SIZE
|
COLOUR
|
1
|
|||
2
|
|||
3
|
There is variety in the trees around us.
Activity-2
Tr. Puts a chart on animals
Observe the chart and fill in the
observation table.
There is variety even among the animal
group.
STATEMENT OF THE TOPIC
Today
we are going to study the variety in plants and animals in the chapter
“Diversity in living organisms”.
Development of the topic
Tr.
Tells the students that in the animal kingdom itself there is variety of life
forms among the different groups.
Tr.
Then puts the chart on birds and tells students to observe the chart and fill
in the observation table.
ANIMALS
|
NAME
|
SIZE
|
COLOUR
|
1
|
|||
2
|
|||
3
|
NAME
OF THE BIRD
|
SIZE
|
COLOUR
|
ABLE
TO FLY?
YES/NO
|
Birds
are known for their flight, but there are few birds that are unable to fly.
Such birds are called as flightless birds. So there is variety among the birds.
The
largest group of animals is constituted by the insects.
Tr.
Similarly displays the charts on insects, fishes and flowers and shows the
variety among the various groups of living organisms.
Evaluation
Quiz
is conducted in the class and students are asked various questions about
biodiversity.
Homework
Write the names of 10 different
varieties of rice.
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